Effects of Expanding and Equal Spacing on Second Language Vocabulary Learning

Nakata, Tatsuya

doi:10.1017/s0272263114000825

Cited by 152 publications

(115 citation statements)

References 44 publications

(232 reference statements)

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“…The investigation of lag effects (i.e., comparisons of two or more practice distributions varying in length) has been the focus of a small but growing number of SLA studies. Studies have begun to explore lag effects for L2 grammar learning (e.g., Bird, 2010;Rogers, 2015;Suzuki, 2017;Suzuki & DeKeyser, 2017a) and vocabulary learning (e.g., Nakata, 2015;Serrano & Huang, 2018), as well as general L2 proficiency in intensive versus extensive instructional programmes (e.g., Collins & White, 2011;Serrano & Muñoz, 2007).…”

Section: Distribution Of Practice Effects For L2 Grammar Learningmentioning

confidence: 99%

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Kasprowicz

Marsden

Sephton

2019

The Modern Language Journal

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Within limited‐input language classrooms, understanding the effect of distribution of practice (spacing between practice) on learning is critical, yet evidence is conflicting and of limited relevance for young learners. For second language (L2) grammar learning, some studies reveal advantages for spacing of 7 days or more, but others for shorter spacing. Further, little is known about the role of cognitive individual differences (e.g., language analytic ability; LAA) in mediating practice distribution effects for L2 grammatical knowledge development and retention. To address this gap, this classroom‐based study investigated whether distribution of practice and LAA moderated the effectiveness of explicit, input‐based grammar instruction for young first language (L1) English learners of French (aged 8 to 11). The study revealed minimal differences between longer (7‐day) versus shorter (3.5‐day) spacing of practice for learning a French verb inflection subsystem, at either posttest or delayed posttest. Minimal group‐level gains and substantial within‐group variation in performance at posttests were observed. Accuracy of practice during training and LAA were significantly associated with posttest performance under both practice schedules. These findings indicated that within an ecologically valid classroom context, differences in distribution of practice had limited impact on learner performance on our tests; rather, individual learner differences were more critical in moderating learning. This highlights the importance of considering individual learner differences in the development of resources and the potential of digital tools for dynamically adapting instruction to suit individuals.

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Section: Distribution Of Practice Effects For L2 Grammar Learningmentioning

confidence: 99%

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Kasprowicz

Marsden

Sephton

2019

The Modern Language Journal

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“…A number of cognitive psychology studies have been conducted to identify the most effective practice schedule (see Cepeda et al., for review). This line of investigation also has potential to enhance L2 learning, and the field has seen a surge of interest in this issue (Bird, ; Nakata, ; Nakata & Suzuki, ; Rogers, ; Serrano & Huang, ; Suzuki, ). The current special issue presents two innovative studies that further advance our understanding of the role of practice distribution.…”

Section: Defining and Extending Research Areas For L2 Practicementioning

confidence: 99%

Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

Suzuki

Nakata

DeKeyser

2019

The Modern Language Journal

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This introduction to the special issue provides an overview of the role of practice in a second language (L2) from both pedagogical and theoretical perspectives. The following 5 areas of research are identified for studying L2 practice from cognitive psychology perspectives: (a) the type of practice (retrieval practice, corrective feedback, modality), (b) distribution of practice, (c) schedule of practice (blocking and interleaving effects), (d) individual difference factors (aptitude–treatment interaction), and (e) effects of practice on learning trajectories and outcomes. This special issue sets a research agenda toward better understanding the learning processes and resulting knowledge through practice. That research can inform teachers about how they can optimize L2 teaching and learning for a variety of learners across different classroom contexts.

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“…The most comprehensive meta‐analysis showed that 259 out of 271 experiments supported the spacing effects (Cepeda et al., ). Spacing effects have been found in a number of learning domains, such as verbal learning in the first language (e.g., Dempster, ), in math (e.g., Rohrer & Taylor, ), in physics problems (e.g., Grote, ), and in L2 vocabulary learning (e.g., Bloom & Shuell, ; see Nakata, , for a recent review on spacing effects in L2 vocabulary learning).…”

Section: Introductionmentioning

confidence: 99%

The Optimal Distribution of Practice for the Acquisition of L2 Morphology: A Conceptual Replication and Extension

Suzuki

2017

Language Learning

102

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This study examined optimal learning schedules for second language (L2) acquisition of a morphological structure. Sixty participants studied the simple and complex morphological rules of a novel miniature language system so as to use them for oral production. They engaged in four training sessions in either shorter spaced (3.3‐day interval) or longer spaced (7‐day interval) learning conditions. From the beginning of the third training session, the 3.3‐day interval group started to provide more accurate target rules than the 7‐day interval group. This superior performance by the 3.3‐day interval group was maintained on both 7‐ and 28‐day delayed posttests with small to medium effect sizes. No significant difference was found between the two groups for utterance speed, nor did linguistic complexity exert an influence on the effectiveness of different distributions of learning conditions. Open Practices This article has been awarded an Open Materials badge. All materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Effects of Expanding and Equal Spacing on Second Language Vocabulary Learning

Cited by 152 publications

References 44 publications

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology

The Optimal Distribution of Practice for the Acquisition of L2 Morphology: A Conceptual Replication and Extension

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